Preliminary Findings From a Randomized Literacy-Integrated Science Intervention Among Low-Socioeconomic-Status Minority Middle School Students

• In Event: Roundtable Session 20
  In Roundtable Session: Literacy, Texts, and Language Arts: Connections to Science Education

Abstract

This study examined the impact of a 1-year literacy-integrated science intervention among low-SES fifth grade minority students from an urban school district. Preliminary findings from multilevel modeling approach show that treatment students demonstrated higher gain in oral reading fluency as compared to control students from pre-test to post-test, indicating a positive effect of this literacy-integrated science intervention. Such level of integration is cross-disciplinary in which students develop their knowledge concurrently in both English language and the content area of science. Our study makes an important contribution to the field regarding feasibility of the enhanced version of science instruction as a modification to the traditional practice that is likely to be accepted by teachers.

Authors

• Fuhui Tong, Texas A&M University - College Station

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Sam Houston State University

• Cindy Lynn Guerrero, Texas A&M University

• Yinan Fan, Texas A&M University

• Margarita Huerta, Texas A&M University

• Suchen Xu, Texas A&M University